Twenty learning-disabled students (grades 5 and 6) who received procedural facilitation for narrative composition, including story grammar cue cards and a metacognitive check-off procedure, produced better quality stories than a control group of 10 students. Including verbal reminders to develop characters did not affect story quality. (Author/JDD)

This multiple baseline study investigated the effectiveness of direct instruction of an advanced story-map procedure on the reading comprehension performance of six middle school students with learning disabilities (LD). Results indicated an increase in story grammar and basal comprehension performance generalization to a novel passage, and…

Two hearing-impaired students, aged 11 and 12, with differing American Sign Language and English-language skills, participated in a program which instructed them in summarization skills based on a knowledge of story structure. Subjects' knowledge of story structure rose dramatically, and the performance level was maintained in one subject.…

This response to Gersten and Dimino (EC 606 357) uses a case study to illustrate how a special education teacher integrated strategy instruction into a fifth-grade classroom where a whole-language approach to writing was already in place. Instruction in story grammar is presented as a seven-stage process. (DB)

These eight booster units have been designed to provide extra, targeted support for pupils in Year 6. Each unit is based on teaching objectives from the National Literacy Strategy Framework but also focuses on Target Statements for Writing (spelling, sentence construction, language effects, punctuation, purpose and organization, and process). Each…

A study determined whether instruction on story elements within rich contexts can increase students' understanding of the characters' traits and motives, their comprehension of stories, and their ability to write causally coherent stories. Instruction was organized around an "anchor" (a story rich with embedded information presented on…